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Autism & Developmental Language Impairments

Autism & Developmental Language Impairments

eISSN: 23969415 | ISSN: 23969415 | Current volume: 8 | Current issue: 1 Frequency: Yearly

Autism and Developmental Language Impairments (ADLI) is a peer reviewed open access journal which focusses on helping shape research in the growing field of developmental communication disorders. The journal is not solely focused on autism and specific language impairment and welcomes submissions across a wide range of topics within atypical language development. Please see the Aims and Scope tab for further information.

This journal is a member of the Committee on Publication Ethics (COPE).

Why publish in Autism and Developmental Language Impairments?

  • More specific topic base than other language and communication journals ensuring maximum efficiency for dissemination to those working with developmental issues
  • Rigorous peer review of your scholarly work by a renowned editorial board
  • Join a list of prestigious authors who have published in this journal
  • Open access format: Driving high visibility and global dissemination
  • Inclusion in Web of Science’s Emerging Sources Citation Index and Scopus

Open access article processing charge (APC) information

The current APC for the journal is 1,000 USD, discounted from the total cost of 2,000 USD.

If you would like your article to be published in Autism and Developmental Language impairments but you do not have grant funding to cover the publication costs or genuinely cannot raise the funds to cover the APC, the corresponding author should email to discuss the situation.

More information on discount and waiver requests can be found here.

*The article processing charge (APC) is payable when a manuscript is accepted after peer review, before it is published. The APC is subject to taxes where applicable. Please see further details here.

Submission information

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Please see the submission guidelines tab for more information on how to submit your article to the journal.


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Autism & Developmental Language Impairments (ADLI) is an international, open access, peer-reviewed, online-only journal providing rapid publication that aims to support and help shape research in the growing field of developmental communication disorders. The journal is not solely focused on autism and specific language impairment and welcomes submissions across a wide range of topics within atypical language development.

Aims and mission: Its mission is to provide an online, open access platform for traditional empirical analyses and theoretical contributions. Quantitative and qualitative methodologies are considered and the journal covers all areas of atypical language development, as well as related difficulties/interventions/outcomes for individuals with developmental communication difficulties. ADLI acts as a forum for the dissemination and exchange of information among the large number of developmental communication disorder researchers and professionals across the globe.

As part of this mission, ADLI has an inclusive publishing strategy. We also aim to have a fast processing time for papers and have a target average turn-around time from submission to first decision of one month.

Topics across a range of disorders could include:

• aspects of communication within different populations, diagnostic issues, quality of life, intervention, computational modelling and brain measurement of developmental communicative functions; outcomes in adolescence/adulthood of individuals who have grown up with developmental communication difficulties
• genetic, neurobiological and cognitive mechanisms underlying atypical language.

We are particularly interested in:

• articles that have a practical application combined with high scientific rigour

• papers that directly compare across disorders; articles that involve teachers/educational staff

• publishing systematic reviews in the field of language impairments and in the area of autism.

ADLI will not accept papers that are solely on speech disorders or stuttering/stammering; that are about bilingualism per se; that address acquired language difficulties; where the topic is about typical language development / linguistics with no obvious reference to disorder; or those that do not have appropriate local ethical approval.

Nicola Botting City, University of London, UK
Associate Editors
Hannah Hobson University of York, UK
Aaron Shield Miami University, USA
Past Editors
Allison Bean Ohio State University, USA
Patricia Eadie Melbourne Graduate School of Education, University of Melbourne
David Williams University of Kent, UK
International Editorial Board
Mark Boyes Curtin University, Australia
Dorothy Bishop University of Oxford, UK
Tony Charman Institute of Psychiatry, UK
Shula Chiat City University London, UK
Inge-Marie Eigsti University of Connecticut, USA
Marc Fey University of Kansas, USA
Kristina Hasson Lund University Hospital, Sweden
Lucy Henry City University London, UK
Brooke Ingersoll Michigan State University, USA
Kristine Jensen de Lopez Aalborg University, Denmark
Connie Kasari UCLA, USA
Meng-Chuan Lai University of Toronto, Canada
Tom Loucas University of Reading, UK
Chloe Marshall UCL Institute of Education, University College London, UK
David Messer Open University, UK
Sarah Parsons University of Southampton, UK
Liz Pellicano University College London, UK
Michael Siller Emory University, USA
Vicky Slonims Evelina London Children's Hospital, UK
Maggie Snowling Univeristy of Oxford, UK
Helen Tager-Flusberg Boston University, USA
Bruce Tomblin University of Iowa, USA
Linda Watson UNC, USA
Susan Ellis Weismer University of Wisconsin-Madison, USA
Amy Wetherby Florida State University, USA
Andrew Whitehouse Telethon Kids Institute, Australia
  • Clarivate Analytics: Emerging Sources Citation Index (ESCI)
  • Directory of Open Access Journals (DOAJ)
  • ERIC (Education Resources Information Center)
  • ProQuest
  • PsycINFO
  • PubMed Central (PMC)
  • Scopus
  • Manuscript submission guidelines can be accessed on Sage Journals.